Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science and Mathematics

Autor/inn/en	Moorehead, Tanya; Grillo, Kelly
Titel	Celebrating the Reality of Inclusive STEM Education: Co-Teaching in Science and Mathematics
Quelle	In: TEACHING Exceptional Children, 45 (2013) 4, S.50-57 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
Schlagwörter	Educational Strategies; Special Education Teachers; STEM Education; Engineering Education; Mathematics; Technology Uses in Education; Science Education; Mathematics Education; Regular and Special Education Relationship; Inclusion; Technology Education + Suchen Sie Ihr Suchwort? Lehrstrategie; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; STEM; Ingenieurausbildung; Mathematik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Naturwissenschaftliche Bildung; Mathematische Bildung; Inklusion; Technisch-naturwissenschaftlicher Unterricht
Abstract	This article focuses on science, technology, engineering, and mathematics (STEM) education in secondary inclusive classrooms. Co-teaching is increasingly used in inclusive practice by administrators to provide effective instruction in inclusive classrooms. The practical and successful instructional strategies in the article focus on one co-teaching structure: station teaching. Although co-teaching has six different models, station teaching can provide a meaningful way for general educators and special educators to work collaboratively in the STEM inclusive classroom. This article will demonstrate the technology and communication enhancement that are necessary in STEM careers. (Contains 2 tables, 1 figure and 3 online resources.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10